51 Geoscience Education Research: Methods, Frameworks, and Results from Emerging Scholars

This session will highlight empirical research being done in the field of geoscience education as well as the methods and theoretical frameworks that shape our field. Presenters are encouraged to highlight their decision-making process in research studies. New approaches and applications of established methods/frameworks are also encouraged. Early career and student presenters who submitted abstracts to the Totten session will be considered for the Geoscience Education Division’s Totten Awards.

Sunday, 19 October 2025
1:30 PM - 5:30 PM
HBGCC, 301A

Alignment Between Expectancy-Value and Diversity, Equity, and Inclusion to Broaden STEM Participation

Paper number: 51-7
Program: Technical Sessions
Time: 3:15 PM – 3:30 PM

Authors

Abstract

Marginalized groups remain underrepresented in STEM, with geoscience being the least diverse.  We examine how the Seismology Skill Building Workshop successfully exceeded its target recruitment and learning outcomes, while also supporting underrepresented students in unexpected ways.  We analyzed survey data and assignment performance, reviewed instructional design, and then explored the integration of expectancy-value theory (EVT) for student motivation with a diversity, equity, and inclusion (DEI) framework for broadening participation.  We found: 1) >1000 enrollment and 30% non-geoscience participation, with high involvement of underrepresented groups; 2) 40% skill gains with equal gains for underrepresented students and comparable gains in self-assessment; and 3) increased interest in and intent to pursue geoscience, with 50% gains for underrepresented students.  We interpret these results as due to equitable design choices to increase access to training, instruction effectiveness, and disciplinary interest.  In the context of EVT, these strategies reduced cost, increased expectancy, and increased value, which are also well aligned with DEI principles to address systemic barriers, empower all students through equitable pedagogy, and increase exposure to incentivize future engagement.  Alignment between these frameworks offers guidance on a learner-centered pathway for broadening participation in STEM.

Geological Society of America Abstracts with Programs. Vol. 57, No. 6

doi: 10.1130/abs/2025AM-413585

© Copyright 2025 The Geological Society of America (GSA), all rights reserved. Permission is hereby granted to the author(s) of this abstract to reproduce and distribute it freely, for noncommercial purposes. Permission is hereby granted to any individual scientist to download a single copy of this electronic file and reproduce up to 20 paper copies for noncommercial purposes advancing science and education, including classroom use, providing all reproductions include the complete content shown here, including the author information. All other forms of reproduction and/or transmittal are prohibited without written permission from GSA Copyright Permissions.